STAAR Redesign Improving the Alignment of STAAR with Effective Classroom Instruction
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STAAR Redesign Improving the Alignment of STAAR with Effective Classroom Instruction
Thank you for joining!
Jordan Runge
Director of Strategy and Operations,
Student Assessment Division
Texas Education Agency
2
Accelerating learning continues to be as important as ever and
educators are doing incredible and difficult work
Students have unprecedented
needs
The daily work of operations is
consuming an outsized share of
time and energy
Efforts to improve alignment will
help improve our ability to
accelerate learning
3
HB 3906 was intended to improve instructional alignment
The question isn’t whether STAAR is designed to accurately measure
student knowledge and skills. We know the answer, and it is yes.
The question is whether STAAR can be designed differently in order to
more positively influence instructional practices.
Measuring whether students have learned a
concept well isn’t the same as teaching it well
It is possible for the state summative assessment to be designed so that it
better aligns with strong instructional practices, while still accurately
measuring student mastery.
4
STAAR has been proven valid, reliable, aligned to the Texas Essential
Knowledge and Skills (TEKS), with passage readability on grade-level
House Bill 743, Rep. Huberty/Sen. Seliger House Bill 3, Rep. Huberty/Sen. Taylor
84th Texas Legislature 86th Texas Legislature
“The assessment instrument must, on the basis of Required an institution of higher education to conduct
empirical evidence, be determined to be valid and a study on the state assessment instruments to
reliable by an entity that is independent of the agency independently evaluate the readability and alignment.
and of any other entity that developed the assessment
instrument.” Analysis Completed in 2019
Analysis Completed in 2016 Findings: Across grade levels and
subjects, all tests included in the
Findings: STAAR was found to be study were aligned with the TEKS
valid. The evaluation confirmed for the grade level tested.
the “test bears a strong
association with on-grade • 91% of passages met the
curriculum requirements.” criterion for readability as
defined in the study in terms of
text complexity
5
STAAR is a state "summative" assessment
Assessments provide educators and parents with helpful information to
support strong teaching and guide students to their full potential.
State summative assessments serve several primary purposes:
To determine mastery of a breadth of knowledge & skills for students
To determine the effectiveness of curriculum and instruction programs after delivery (at
the end of a unit or course)
To help determine which individual students should receive additional holistic supports
To serve as a bar for rigor and standards alignment in planning
6
Different types of assessment serve different purposes
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning of Year (BOY) administered via TFAR, and unit Example: STAAR Interim Example: STAAR, STAAR Alternate 2,
assessments assessments included within high Assessments TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)
Feedback from educators informed the main components of the
STAAR redesign
# In effective classrooms, teachers are… ...and avoid less effective practices by…
Coherently building students’ background …not just having students read passages on random
1 knowledge and vocabulary in all subject areas... topics
Asking students to write about what they read …not just reading without writing
2 using evidence from text…
Providing various open-ended formats for …not just having students select among multiple
3 students to respond to questions… choices
Supporting the learning needs of all students by …not requiring all students to perform without
4 providing appropriate accommodations… appropriate supports
8
The STAAR redesign is based on improving alignment to the
classroom experience
In effective classrooms, teachers are… The STAAR redesign will…
Coherently building students’ background Prioritize cross-curricular passages in RLA that reference
1 knowledge and vocabulary in all subject areas... topics that students have learned about in other classes
Asking students to write about what they read Include writing in all RLA tests, reflecting our updated
2 using evidence from text… TEKS, and having students write text-based responses
Providing various open-ended formats for Add new, non-multiple-choice questions that are more
3 students to respond to questions… like questions teachers ask in class
Supporting the learning needs of all students by
4 providing appropriate accommodations…
Move to online assessments that provide a full suite of robust
accommodations for students with specific learning needs
Moving to online assessments supports all the changes above and provides faster test results to support
5 accelerated learning.
9
The first component of the STAAR redesign is based on the 1
importance of building background knowledge in the classroom
In effective classrooms, teachers are…
Coherently building students’ background
1 knowledge and vocabulary in all subject areas...
10Knowledge is essential for success as learners and critical 1
thinkers
1988, two young researchers
and 64 students in Wisconsin
changed how we think about
reading comprehension.
The researchers created a
replica of a baseball field
furnished with wooden figures.
The students were handed the
same story covering half an
inning of made-up baseball and
asked to reenact it.
11Here’s the passage they read 1
“Churniak swings and hits a slow bouncing ball toward the shortstop.
Haley comes in, fields it, and throws to first, but too late. Churniak is on
first with a single, Johnson stayed on third. The next batter is Whitcomb,
the Cougar’s left-fielder. The ball is returned to Claresen. He gets the
sign and winds up and throws a slider that Whitcomb hits between
Manfred and Roberts for a hit. Dulaney comes in and picks up the ball.
Johnson has scored, and Churniak is heading for third. Here comes the
throw and Churniak is out. Churniak argues but to no avail.”
12Who do you think did the best at correctly reconstructing the 1
story?
A. Strong readers
B. Kids with good knowledge of
baseball
C. It made no difference
13Let’s look at another example 1
“Much depended on . . . the two overnight batsmen. But this duo
perished either side of lunch-the latter a little unfortunate to be
adjudged leg-before--and with Andrew Symonds, too, being shown the
dreaded finger off an inside edge, the inevitable beckoned, bar the
pyrotechnics of Michael Clarke and the ninth wicket. Clarke clinically cut
and drove to 10 fours in a 134-ball 81, before he stepped out to Kumble
to present an easy stumping to Mahendra Singh Dhoni.”
What happened in this passage?
14How Do Children Learn To Read? 1
Simple View of Reading
15Background knowledge is critical 1
Measure of Comprehension
High reading skills and high knowledge 86%
Reading Skills
Low reading skills and high knowledge 81%
Knowledge
High reading skills and low knowledge 53%
Low reading skills and low knowledge 43%
Recht, D. R. and Leslie, L. “Effect of Prior Knowledge on Good and Poor Readers’ Memory of Text.” Journal of Educational Psychology, 80(1), (1988): p.16.
16In effective classrooms, teachers are building students’ 1
background knowledge and vocabulary across subjects (I)
4th Grade - Student A 4th Grade - Student B
17In effective classrooms, teachers are building students’ 1
background knowledge and vocabulary across subjects (II)
4th Grade - Student A 4th Grade - Student B
RLA
Stories of the nautical adventures of a
sailor that is also a giant
Science
Lesson about the sun as a source of
energy
Social studies
Lesson about the battle of the Alamo
Student A learns different things in Science, Social
Studies, and ELA that don’t connect to each other
18In effective classrooms, teachers are building students’ 1
background knowledge and vocabulary across subjects (III)
4th Grade - Student A 4th Grade - Student B
RLA RLA
Stories of the nautical adventures of a Writing lesson to explain the characteristics
sailor that is also a giant of earth’s layers as part of geology unit
Science Science
Lesson about the sun as a source of Weathering lesson describing changes in
energy the earth’s surface
Social studies Social studies
Discussion of terrain and adaptations made
Lesson about the battle of the Alamo
by American Indians to navigate the land
Student A learns different things in Science, Social Student B is building background knowledge
Studies, and ELA that don’t connect to each other through connections across subjects
19The redesign better aligns STAAR with educator efforts to build 1
students’ background knowledge
In effective classrooms, teachers are… The STAAR redesign will…
Coherently building students’ background Prioritize cross-curricular passages in RLA that reference
1 knowledge and vocabulary in all subject areas... topics that students have learned about in other classes
20Passages already must meet several requirements and get 1
approved by Texas teachers before appearing on STAAR RLA tests
Excerpt from Sample Grade 5 RLA Passage, The Passages are developed, and then reviewed and
Cholla Cactus approved by Texas educators to ensure they:
represent polished, high-quality writing and are
considered exemplary samples of eligible
genres
include reliable and accurate information
are unbiased against or toward any group
are as engaging as possible for students
are appropriate for the intended grade level,
including readability indicators
contain enough content to assess multiple
student expectations
21Now, passages will also be intentionally selected to cover 1
cross-curricular content
Excerpt from Sample Grade 5 RLA Passage, The
Cholla Cactus Direct connections to grade four and
grade five science TEKS
4.10.A: explore how structures and
functions enable organisms to
survive in their environment
5.9.A: observe the way organisms
live and survive in their ecosystem
by interacting with the living and
nonliving components
22Although the passage content is connected to science TEKS, 1
students will continue to be assessed only on RLA TEKS
Excerpt from Sample Grade 5 RLA Passage, The Sample Question from Grade 5 RLA Passage, The
Cholla Cactus Cholla Cactus
Assesses Grade 5 Reading TEKS 5.R.7.C: Use text
evidence to support an appropriate response.
23The second component of the STAAR redesign is based on the 2
interconnectedness of reading and writing
In effective classrooms, teachers are…
Asking students to write about what they read
2 using evidence from text…
24In the classroom, strong teachers are supporting students in 2
becoming better readers by...
Having students write in Having students write
all grade levels and all using evidence from texts
subject areas they are reading
25Learning to read well means grounding reading, writing, and 2
speaking in evidence from text
Reading and writing are reciprocal processes. Writing about what you read strengthens comprehension.
By grounding the discussion in the text, all students are given an equal opportunity to engage.
Support knowledge building in content-rich text, and point students toward the most important parts of
the text.
The length and quality of student recall improves when responding to content-based lessons grounded in
text.
The ability to cite evidence differentiates strong from weak student performance on National
Assessment Education Progress, AP Exams, and other college-readiness assessments.
McKeown, M. G., Beck, I. L., & Blake, R. G. “Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches.” Reading
Research Quarterly, 44(3), (2009): 218-253.
26Basing writing (and speaking) in text better reflects effective 2
instructional practices
Prompt based on personal knowledge and
experience:
“What is your favorite place that you’ve Which of these prompts is more aligned
traveled to? What did it look like and what with the writing that you have been
was your favorite part?” expected to do in your adult life?
Prompt based on text:
Which of these prompts relies less on
“Read these two articles about two different school-based instruction and more on
locations. Using evidence from the articles, outside-of-school experiences?
write a summary of the advantages and
disadvantages of each location and your
recommendation on which one to visit.”
27The redesign better aligns STAAR with how students are writing 2
in the classroom
In effective classrooms, teachers are… The STAAR redesign will…
Asking students to write about what they read Include writing in all RLA tests, reflecting our updated
2 using evidence from text… TEKS, and having students write text-based responses
28Previously, students were asked to write in response to a 2
stand-alone question
The previous 4th and 7th grade
writing prompts asked students to
write in response to a stand-alone
prompt, without being asked to
read any associated passages.
Example from 2019 Grade 4 STAAR assessment
29Based on research and stakeholder feedback, redesigned STAAR 2
will ask students to write using evidence from text
In the redesigned STAAR, Read the play “The Spelling Test.” Based on the information in
the play, write a response to the following:
writing prompts in all Explain how Herbie’s behavior changes and how this is
grade levels will ask developed by the playwright.
students to write using
Write a well-organized informational essay that uses specific
evidence from the play to support your answer.
evidence from the text to Remember to —
support their response. •
•
clearly state your central idea
organize your writing
• develop your ideas in detail
• use evidence from the selection in your response
Excerpt from Sample Grade 4 RLA • use correct spelling, capitalization, punctuation,
Passage, The Spelling Test and grammar
30The third component of the STAAR redesign is based on the 3
types of questions teachers are asking throughout the year
In effective classrooms, teachers are…
Providing various open-ended formats for
3 students to respond to questions…
31In the classroom, students are asked to engage with content in 3
multiple ways to gain and express understanding (I)
Grade 4 Math TEKS Example: “Draw and label a strip diagram to
4.3A: represent a fraction a/b as a model the decomposition”
sum of fractions 1/b, where a and b
are whole numbers and b > 0,
including when a > b
4.3B: decompose a fraction in more
than one way into a sum of fractions
with the same denominator using
concrete and pictorial models and
recording results with symbolic
representations.
32In the classroom, students are asked to engage with content in 3
multiple ways to gain and express understanding (II)
Grade 4 RLA TEKS Example: “Write a cause and effect
paragraph explaining how the French
4.6.F Make inferences and and Indian War eventually led to the
use evidence to support Stamp Act and colonial protests”
understanding;
4.8.A Infer basic themes
supported by text evidence;
4.9.B Explain figurative
language such as simile,
metaphor, and
personification that the
poet uses to create images
33The redesign better aligns STAAR with the types of questions 3
teachers are asking throughout the year
In effective classrooms, teachers are… The STAAR redesign will…
Providing various open-ended formats for Add new, non-multiple-choice questions that are more
3 students to respond to questions… like questions teachers ask in class
34New STAAR question types are more like the kind teachers ask 3
in class (I)
Math, Grade 4 Lesson Potential new STAAR question
In this lesson, students are using shaded fraction models to This potential new STAAR question asks students to shade in
show their understanding of adding fractions a fraction model to represent the addition of two fractions
35New STAAR question types are more like the kind teachers ask 3
in class (II)
Grade 4 Lesson Potential new STAAR question
Excerpt from Sample Grade 5
RLA Passage, The Cholla Cactus
In this lesson, students are asked to write an open-ended This potential new STAAR question asks students to answer
response using evidence from the text an open-ended question using evidence from the text
36Any new question type will need to be able to meet our existing current rigorous 3
requirements for STAAR questions AND provide additional benefits
New questions will need to meet our existing TEA has worked closely with students and educators to
rigorous requirements for STAAR, including: determine which new question types best support students:
Valid statistics from field tests 600 educators participated in focus groups on new
question types
Alignment with TEKS
200+ students participated in input gathering around new
Grade level appropriateness question types including feedback sessions, think-alouds,
and perception sharing
Lack of bias
92% of educators agree that the new question types allow
Accessibility for all students students to better demonstrate their knowledge.
Review and approval from group of Texas 89% of educators believe that the new question types are
educators who teach the grade level and more engaging for students
agree students should be able to answer 80%+ of educators agree that new question types will
these questions at the end of the year impact instructional planning
37The fourth component of the STAAR redesign is based on the 4
importance of ensuring all kids can access grade-level content
In effective classrooms, teachers are…
Supporting the learning needs of all students by
4 providing appropriate accommodations…
38In the classroom, strong teachers are supporting the unique 4
learning needs of each of their students in many ways
Visual anchors for vocabulary
Pre-reading strategies
Large print
Calculation aids
Line readers
Reading text aloud
Transcribing or speech-to-text
And many more!
39The redesign better aligns STAAR accommodations with the 4
types of accommodations students receive throughout the year
In effective classrooms, teachers are… The STAAR redesign will…
Supporting the learning needs of all students by
4 providing appropriate accommodations…
Move to online assessments that provide a full suite of robust
accommodations for students with specific learning needs
40Content and language supports and text-to-speech provide 4
robust supports for students who need them
Watch this short video
demonstrating some of
the available online
STAAR accommodations
here.
In addition to better
supporting students,
these online supports
greatly simplify
administration for staff.
41In addition to accommodations for students who need them, 4
online testing also offers accessibility tools for all students
Accessibility Tools Content-Specific Tools Tools to Support Student-
★ Highlighter ★ Basic, Scientific, and Graphing specific Accommodations
★ Notepad
Calculators ★ Content and language supports (pop-
★ Customary and Metric Rulers ups, rollovers, and pre-reads)
★ Help
★ Mathematics Reference Materials ★ Text-to-speech
★ Guideline
★ Science Reference Materials ★ Speech-to-text
★ Color
★ Dictionary ★ Refreshable braille
★ Zoom
★ ASL videos
★ Mouse Pointer
★ Spelling Assistance
★ Line Reader
★ Basic calculators for certain tests
★ Mark for Review
★ Answer Eliminator
42There are multiple, meaningful ways for students to become 4
familiar with the online testing platform
Beginning-of-Year Diagnostic Formative Curricular-
STAAR Interim Assessments
Assessment embedded Assessments
LEAs that have adopted TEA’s
Districts can administer STAAR
LEAs can administer released core OER instructional materials
Interim Assessments 1-2 times
STAAR tests as beginning-of-year can administer curricular-
per year to monitor student
diagnostics. embedded assessments in
progress.
TFAR. Other LEAs can recreate
This should only be used if the their existing unit tests in TFAR.
These shouldn't be used if
LEA plans to use the resulting
the district uses other interims or
data. These should be aligned to
benchmarks.
instructional materials.
43Transitioning to online assessments enables the redesign of 5
STAAR
In effective classrooms, teachers are… The STAAR redesign will…
Moving to online assessments supports all the changes above and provides faster test results to support
5 accelerated learning.
44The transition to online testing opens the door to a number of 5
benefits
Primary benefits of online testing include…
70% of other states have already
Broader access to accommodations
For example, struggling readers have access to pop-ups that clarify transitioned to full online testing,
vocabulary through the use of simpler language or pictures. including a number of states with
highly rural populations.
Faster test scores and results
Not having to ship and scan materials means that educators and parents can
Previous studies have shown no
get student results quicker.
difference in performance
Improved test operations between students who test online
Reduces the number of materials needed for special administrations of STAAR and students who test on paper,
and eliminates the need to match test materials for oral administrations. except for English 1 and English 2
EOCs, which is taken into account
Allows for new, non-multiple-choice questions during the scoring process.
Enables more interactive and engaging questions that give students more
opportunities to show what they know.
45The statewide feasibility study conducted in 2020 indicated that 5
a two-year transition is feasible
• State benchmarking revealed that 70% of states currently have fully implemented online
testing for their primary state assessments.
• The state of Texas is close to having the infrastructure necessary to fully implement
online testing, with a small investment in internet connectivity needed for a subset of
mostly small and rural districts. Across the state, an estimated $4 million one-time Video explaining the
results of the study can
network investment and $13 million annual investment is needed beyond E-rate.
be found on the STAAR
• A two-year transition will allow educators and students time to increase familiarity and Redesign webpage.
comfort with online testing.
As a result of the study, the 87th Texas Legislature took action -
• Confirmed move to online testing by 2022-2023.
• Expand authorized use of the Technology and Instructional Materials Allotment (TIMA) to cover internet
connectivity and training for online testing.
• Provides funding for TEA to implement a matching grant to support one-time network infrastructure investment
46Online testing has steadily increased since 2019 with 82% of 5
students testing online in 2022
Online testing has increased
At one point, 1.1M students tested online
concurrently and no system-wide issues across all grade bands
100% 100%
18% 85% 84%
80% 36% 80% 77%
67% 66%
60% 60% 57%
88%
40% 82% 40%
64% 21%
20% 20% 12%
6%
12%
0% 0%
Spring 2019 Spring 2021 Spring 2022 Grades 3-5 Grades 6-8 Grades 9-12
Online Paper 2019 2021 2022
Click to see STAAR FAQ video: “How will the Click to see STAAR FAQ video: “How do we know that
transition to fully online testing affect students’ young students will be able to type constructed
performance on STAAR?” responses on the redesigned STAAR tests?”
47All of the components of the STAAR redesign are based on
improving alignment to the classroom experience
In effective classrooms, teachers are… The STAAR redesign will…
Coherently building students’ background Prioritize cross-curricular passages in RLA that reference
1 knowledge and vocabulary in all subject areas... topics that students have learned about in other classes
Asking students to write about what they read Include writing in all RLA tests, reflecting our updated
2 using evidence from text… TEKS, and having students write text-based responses
Providing various open-ended formats for Add new, non-multiple-choice questions that are more
3 students to respond to questions… like questions teachers ask in class
Supporting the learning needs of all students by
4 providing appropriate accommodations…
Move to online assessments that provide a full suite of robust
accommodations for students with specific learning needs
Moving to online assessments supports all the changes above and provides faster test results to support
5 accelerated learning.
48How do we know the redesigned STAAR test won’t be harder?
On each STAAR test, a small
number of questions do not
count towards the student’s
score. These are field test
questions.
Field test
questions
49Through field testing, we can determine the difficulty level of
each question
On each STAAR test, a small
number of questions do not count
towards the student’s score.
These are field test questions.
Field test
questions
50Each question is analyzed based on how it performed on the
field test
Questions represent a variety of difficulty …which can then be used
levels and student expectations (SEs)… to build STAAR tests
51While individual questions can be easier or harder in a given year, the mix
of question difficulty is balanced across years using field test results
The redesign does
not mean the test
will be harder
Click to see STAAR FAQ video:
"How do we know the STAAR
test is the same level of
difficulty from year to year?"
52Creating high-quality assessments is a rigorous process
Educator involvement
Assessment design Passage and item development
3. Educator 4. Professional 6. Educator
1. Assessment 2. Assessment 5. TEA content
advisory item writers external review
design framework blueprints are specialists review
committees develop new committees review
is developed* developed* passages & items
provide feedback* passages & items passages & items
Test construction Field testing
12. Educator 10. Operational 8. Field tested
9. Items with good
“rangefinding” to 11. Items are test forms are items and 7. Items are field
data are added to
support consistent accommodated created from item statistical data are tested
the item bank
grading of essays bank reviewed
Admin and quality control Scoring and reporting
15. Standard
13. Assessments 14. Performance setting is 16. Assessments 17. Score reporting 18. Technical
are administered review completed with are scored occurs reports are written
educator input*
*Does not occur every year
53Creating high-quality assessments is a rigorous process
Educator involvement
Click to see STAAR FAQ video:
Assessment design Passage and item development
“How do we know STAAR
3. Educator 4. Professional 6. Educator
1. Assessment
design framework
passages
2. Assessment
blueprints are
are grade-level
advisory item writers
5. TEA content
specialists review
external review
committees develop new committees review
is developed* appropriate?”
developed*
provide feedback* passages & items
passages & items
passages & items
Test construction Field testing
Click to see STAAR FAQ video:
12. Educator 10. Operational “How are constructed
9. Items with good response
8. Field tested
“rangefinding” to 11. Items are test forms are items and 7. Items are field
support consistent accommodated created from item questions scored
data are added to
the item bank
accurately
statistical data are and tested
grading of essays bank reviewed
consistently across the state?”
Admin and quality control Scoring and reporting
15. Standard
13. Assessments 14. Performance setting is 16. Assessments 17. Score reporting 18. Technical
are administered review completed with are scored occurs reports are written
educator input*
*Does not occur every year
54Texas educators are key to designing and building STAAR
Educator involvement
Assessment design Passage and item development
3. Educator 4. Professional 6. Educator
1. Assessment 2. Assessment 5. TEA content
advisory item writers external review
design framework blueprints are specialists review
committees develop new committees review
is developed* developed* passages & items
provide feedback* passages & items passages & items
Test construction Field testing
12. Educator 10. Operational 8. Field tested
9. Items with good
“rangefinding” to 11. Items are test forms are items and 7. Items are field
data are added to
support consistent accommodated created from item statistical data are tested
the item bank
grading of essays bank reviewed
Admin and quality control Scoring and reporting
15. Standard
13. Assessments 14. Performance setting is 16. Assessments 17. Score reporting 18. Technical
are administered review completed with are scored occurs reports are written
educator input*
*Does not occur every year
55Classroom teachers, instructional coaches, campus and district content
specialists, and campus administrators can serve in a variety of ways
Assessment Design and Standard-Setting:
• Subject-area advisory groups – groups of educators are convened to provide
feedback on subject-area-specific assessment design topics
• STAAR redesign focus groups – groups of educators are convened to provide
input on implementation of the components of the STAAR redesign
• Standard-setting meetings – groups of educators are convened to provide
recommendations on cut scores for performance standards
Visit the Texas
Assessment Learning
Passage and Item Development and Test Construction: Management System
• Educator passage review – each potential passage for the RLA test is reviewed to apply
and approved by a committee of Texas educators
• Educator item review – each potential question for a state test is reviewed and
approved by a committee of Texas educators
• Constructed response rangefinding – educators are convened to set the
scoring boundaries for student essays based on the rubricStandard setting will occur in Spring 2023, delaying the release
of STAAR results but ensuring their accuracy
Educator involvement
This delay will only occur
Assessment
Standarddesign setting is the process for defining what Passageitand item developmentin 2023. Test results will be
means
1. Assessmentto be on grade level. The
2. Assessment process includes
3. Educator
advisory
4. Professional
item writers
5. TEA content reported much faster in
6. Educator
external review
scaling
is developed*and linking
design framework
studies and
blueprints are
developed* teacher
committees
provide feedback*
committees.
develop new
passages & items
specialists review
passages & items 2024 and beyond.
committees review
passages & items
Standard-setting is conducted when the assessment
Test construction
changes significantly (e.g., when TEKS are revised), Field testing
and periodically11.in-between
12. Educator
“rangefinding” to Items are
significant
10. Operational changes to
test forms are
9. Items with good
8. Field tested
items and 7. Items are field
data are added to
validate
support consistent
grading of essays
the continued
accommodated
accuracy of results.
created from item
bank
the item bank
statistical data are
reviewed
tested
Admin and quality control Scoring and reporting
15. Standard
13. Assessments 14. Performance setting is 16. Assessments 17. Score reporting 18. Technical
are administered review completed with are scored occurs reports are written
educator input*
*Does not occur every year
57Resources to support educators can be found on the STAAR
Redesign webpage
https://tea.texas.gov/student-assessment/assessment-initiatives/hb-3906/staar-redesign
58Resources include…
A. Full length practice tests that resemble the redesigned STAAR, and new
question type samplers by content area and grade level
B. Overview of new question types by content area and grade level
C. Scoring and reporting guides by content area for new question types
(constructed response scoring guides to be released in October)
D. Updated blueprints by content area and grade level
E. Policy on which students qualify for a special paper administration
F. Updated STAAR Redesign FAQs
59A
Online practice tests and samplers of new item types are also
available to students, educators, and families
Online practice tests, administered on the same platform as STAAR,
are available at www.texasassessment.gov
Practice tests reflect
updated STAAR
blueprints, but they
have not undergone
psychometric analysis
and should not be used
to assess student
performance
60B
A one-page overview provides descriptions of each question type and
details which content areas and grade levels they may appear in
A brief description of
how each question
type functions
Content areas and
grade levels for each
new question type
61C
A scoring and reporting guide for each content area explains
how new question types will be scored and reported
One guide per content area
provides an overview of each
new question type, including:
Examples from the sampler
Sample responses, including
potential partial credit
What educators could see in
the reporting system after
STAAR is administered
62C
In October, we will publish scoring guides for short and extended
constructed response items with real student responses
Scoring guides will break down how
specific questions will be scored using
real student responses:
A TAA will be
Available for both SCRs and ECRs sent out when
Available for all content areas by grade constructed
band response
scoring guides
Aligned to the scoring rubrics are available in
Include samples of student responses October
that represent each score point
All constructed response rubrics were
developed in consultation with the
Educator Advisory Committee and were
reviewed and approved by educatorsD
Final blueprints for STAAR redesign are available for each
content area and grade level
Each blueprint includes a breakdown of the Reading Language Arts (RLA) blueprints also
number of questions on each test and a general include a breakdown of passages, reading load,
overview of how STAAR questions are developed genres, and passage considerations, including a
and reviewed by Texas teachers note about cross-curricular passages
64E
Online testing policy provides guidance to districts about which
students qualify for a special paper administration
The policy was designed with feedback from
special education educators.
A student may test on paper if a required
accommodation documented in the student’s
individualized education program (IEP), individual
accommodation plan (IAP), or Section 504
paperwork cannot be delivered in an online
format or if a student is unable to access an online
test due to a student’s educational placement.
Local 504 and admission, review, and dismissal
(ARD) committees are responsible for determining
which students meet the criteria above. TEA
approval is not required.
65F
The STAAR Redesign FAQs document will continue to be updated over
time, and video FAQs have been added to TexasAssessment.gov
Please submit questions about the STAAR redesign to the Student Assessment Help Desk
66We are grateful for your time and attention and would
appreciate your feedback about the STAAR redesign
Survey Link
To earn 1 CPE credit hour, remember to include your name and
email address in the optional fields at the bottom of the survey
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